Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives. / This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories.

Made available in DSpace on 2016-03-15T19:39:41Z (GMT). No. of bitstreams: 1 Thais Giantomaso Pereira.pdf: 958547 bytes, checksum: 7db90714333193df39d1c9b8d030ca9a (MD5) Previous issue date: 2011-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Units of child education represented by preschools can be excellent venues for detecting indicators of learning disabilities precociously through the evaluation of metaphonologial skills and behavioral problems that can afterwards influence negatively the alphabetization, socialization and adaptation processes. Recent scientific studies warn about the need of early identification of metaphonological delays and behavioral alterations in preschoolers, as a way to diminish possible learning disabilities that can prevail during school age in regular education. The present study aimed at identifying metaphonological delays and behavioral alterations in preschoolers. The sample was composed of 41 children of both genders, age range 4-5years old (mean age Child group I = 4,3; mean age Child group II = 5,6), that attend public schools in São Paulo, and their respective parents/caretakers and teachers. The instruments to data collection were: a) questionnaire of socio-economic assessment based of Brazil Criterion of Economic Classification, b) Columbia Mental Maturity Scale CMMS, c) Phonological Awareness Test; d) Child Behavior Checklist CBCL/1 ½-5; e) Caregiver-Teacher Report Form 1½-5 C-TRF. Results show that the best scores in the Phonological Awareness Test, even for children that attended grade I of preschool, were obtained in the syllabic synthesis task. As for the other tasks all children made mistakes in three or all of the itens. It was observed that the older the child, the better are the results in the majority of the tasks of the Phonological Awareness Test. A cluster analysis allowed the formation of three groups composed of 24, 7 and 9 children. The tasks with statistically significant contribution to the formation of groups were Total of Rhymes (p= 0,001), "Total of Alliteration" (p=0,000), "Total of Syllabic Segmentation" (p=0,000) and "Total of Syllabic Manipulation" (p=0,000). The other variables about the stanine data of CMMS and the total scores of CBCL 1½-5 and C-TRF did not distinguish the groups. It was observed that, except for the scales of Attention Problems and Attention Deficit/Hyperactivity Problems, there were statistically significant differences between the mean total score obtained in the CBCL 1½-5 answered by the parents and the C-TRF answered by the teachers. When compared to teachers, parents identified more behavioral problems in all scales with score differences ranging from 5,31 to 18,8. Although this is a preliminary study, we expect it can help the educational staff from child education units to plan activities that develop metaphonological skills and oral language in these children. The statistical analyses did not show significant correlations between metaphonological skills and behavioral alterations. However, the high rate of behavioral problems reported by the parents indicates the need for further studies to verify associated factors as well as ways to manage them. / As unidades de Educação Infantil, representadas pelas pré-escolas, podem ser excelentes lócus para a detecção precoce de indicadores de problemas de aprendizagem, a partir da avaliação de habilidades metafonológicas e de problemas de comportamento, que, posteriormente, poderão influenciar negativamente no processo de alfabetização, socialização e adaptação da criança. Estudos científicos recentes alertam para a necessidade de identificar atrasos metafonológicos e alterações comportamentais de forma precoce, como maneira de amenizar possíveis transtornos de aprendizagem que podem prevalecer na idade escolar, durante o ensino formal. O presente estudo teve como objetivo identificar atrasos metafonológicos e alterações comportamentais em crianças pré-escolares. A amostra foi composta por 41 crianças de ambos os sexos, na faixa etária de 4 a 5 anos (média de idade do grupo Infantil I=4,3 anos; média de idade do grupo Infantil II=5,2 anos; média de idade do grupo Pré-escolar=5,6 anos), que frequentam duas escolas municipais da cidade de São Paulo; seus respectivos pais/cuidadores e os e professores. Os instrumentos de coleta de dados foram os seguintes: a) Questionário de avaliação socioeconômica baseado no Critério de Classificação Econômica Brasil - CCEB; b) Escala de Maturidade Mental COLÚMBIA - CMMS; c) Prova de Consciência Fonológica PCF; d) Inventário de comportamentos para crianças entre 1,5 e 5 anos - CBCL/1½-5 anos; e) Inventário de comportamentos para crianças entre 1,5 e 5 anos/Formulário para Professores - C-TRF. Os resultados mostraram, na PCF, que os melhores escores, inclusive das crianças matriculadas na série Infantil I, foram obtidos no teste de síntese silábica. No restante dos testes, todas as crianças apresentaram erros em três ou na totalidade dos testes para cada tarefa desta prova. Verificou-se que quanto maior é a idade, melhores são os resultados nos escores da maior parte dos testes da PCF. Uma análise de cluster permitiu agrupar a amostra em três grupos, compostos por 24, 7 e 9 crianças. Neste caso, os testes com contribuição estatisticamente significativa para a formação dos grupos foram Total de rimas‟ (p=0,001), Total Aliteração (p=0,000)‟, Total Segmentação Silábica‟ (p=0,000) e Total Manipulação Silábica‟ (p=0,000). As variáveis restantes, referentes aos dados do estanino do teste Columbia, e os escores brutos do CBCL½-5 e do CTRF½-5 não diferenciariam os grupos. Observou-se que, com exceção das escalas de Problemas de Atenção e Problemas de Déficit de Atenção/Hiperatividade, houve diferenças estatisticamente significativas entre os valores médios dos escores brutos obtidos no CBCL/1½-5, respondido pelos pais, e no C-TRF, respondido pelos professores. Se comparados com os professores, os pais identificaram mais problemas de comportamento em todas as escalas, com diferenças entre estes de escores que oscilaram entre 5,31 e 18,8. Embora preliminar, espera-se que o estudo possa auxiliar a equipe educacional das unidades de Educação Infantil para planejar atividades que desenvolvam nas crianças habilidades metafonológicas e a linguagem oral. As análises estatísticas não evidenciaram correlações significativas entre as habilidades metafonológicas e as alterações comportamentais. Entretanto, o elevado número de problemas de comportamento identificados pelos pais das crianças indica a necessidade de outros estudos que investiguem os fatores associados e as formas de manejo adequadas.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-05-17T13:44:52Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Mayra_Pacheco_Fernandes.pdf: 1708732 bytes, checksum: 549ca50368ab3af0c587495b32f4ef92 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-05-17T14:51:21Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Mayra_Pacheco_Fernandes.pdf: 1708732 bytes, checksum: 549ca50368ab3af0c587495b32f4ef92 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-05-17T14:51:32Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Mayra_Pacheco_Fernandes.pdf: 1708732 bytes, checksum: 549ca50368ab3af0c587495b32f4ef92 (MD5) / Made available in DSpace on 2018-05-17T14:51:32Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Mayra_Pacheco_Fernandes.pdf: 1708732 bytes, checksum: 549ca50368ab3af0c587495b32f4ef92 (MD5) Previous issue date: 2015-07-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Durante a infância, a combinação do dente imaturo recém-irrompido em um meio bucal com microbiota cariogênica e frequente ingestão de carboidratos fermentáveis pode proporcionar dentes muitos suscetíveis ao desenvolvimento de lesão de cárie. Os métodos de investigação do consumo de alimentos são considerados ferramentas básicas da epidemiologia nutricional devido à importância da dieta na etiologia de diversas enfermidades, entre elas a cárie dentária, a qual tem sido evidenciada em pesquisas epidemiológicas. No entanto, avaliar o consumo de alimentos cariogênicos ainda é um desafio pela inexistência de instrumentos dietéticos validados com esta finalidade. Por este motivo, o presente estudo teve como objetivo criar e validar um Questionário de Frequência Alimentar (QFA) para analisar o consumo de alimentos cariogênicos entre pré-escolares. Foi desenvolvido um QFA quantitativo contendo 24 alimentos que apresentam potencial cariogênico. Foram incluídas na amostra oitenta e nove crianças com idade entre três e seis anos que estavam aguardando atendimento no Ambulatório da Unidade Clínica Infantil da Faculdade de Odontologia da Universidade Federal de Pelotas, sendo 37 do sexo masculino e 52 do sexo feminino. Durante a entrevista o(a) responsável respondia se a criança havia consumido o alimento descrito no QFA no último ano, a frequência de consumo (por dia, semana, mês ou ano) e a porção consumida. A seguir, era perguntado sobre a ingestão alimentar da criança no dia anterior à entrevista. Após, o instrumento foi submetido a um processo de validação, através da comparação dos dados obtidos através do QFA com um método de referência, ou seja, o recordatório alimentar de 24 horas (R24hs). Os alimentos e preparações constantes nos recordatórios foram analisados em relação à composição calórica e de nutrientes no programa ADS Nutri. Os dados dos QFAs foram duplamente digitados em planilhas do programa Excel. A validade foi avaliada comparando os dados de ingestão média de nutrientes obtidos a partir do Questionário de Frequência Alimentar com dados da ingestão de nutrientes obtidos no recordatório alimentar do dia anterior, sendo utilizados os Coeficientes de Correlação de Pearson para avaliar a associação entre as estimativas de ingestão de nutrientes entre os instrumentos. O consumo médio dos nutrientes foi maior quando avaliado pelos recordatórios, enquanto apenas a ingestão de energia e carboidratos foram maiores no QFA. Ao fazer as analises ajustadas para calorias ingeridas, o consumo médio dos nutrientes se manteve igual. A análise estatística revelou que na análise bruta, apesar de se observar correlações positivas e significativas entres os dois métodos, as mesmas apresentaram valores baixos. Já na análise ajustada todos as correlações perderam a significância e, além disso, apresentaram coeficientes de correlação muito baixos, o que não permitiu a validação do questionário. Os resultados do presente estudo indicam que o QFA desenvolvido não foi válido para analisar o consumo de alimentos cariogênicos em pré-escolares, sendo necessária a realização de nova tentativa de validação, comparando o QFA a outro método de avaliação de ingestão. / During childhood, the combination of immature tooth newly erupted in a oral environment with cariogenic and frequent intake of fermentable carbohydrates microbiota can provide many teeth susceptible to developing caries. The food consumption of the research methods are considered basic tools of nutritional epidemiology because of the importance of diet in the etiology of various diseases, including tooth decay, which has been shown in epidemiological research. However, evaluating the consumption of cariogenic foods is still a challenge for the lack of dietary validated instruments for this purpose. For this reason, the present study aimed to create and validate a Food Frequency Questionnaire (FFQ) to analyze the consumption of cariogenic foods among preschoolers. A quantitative FFQ containing 24 foods that have cariogenic potential was developed. Were sampled eighty-nine children aged between three and six years who were waiting for service at the Clinic of Pediatric Dentistry, Faculty of Dentistry, Federal University of Pelotas, with 37 males and 52 females. During the interview (a) responsible answered whether the child had consumed the food described in FFQ in the last year, the frequency of consumption (per day, week, month or year) and the consumed portion. Next, was asked about the food intake of the child the day before the interview. After the instrument was subjected to a validation process, by comparing the data obtained from the FFQ with a reference method, that is, dietary recall the previous day (R24hs). Food and preparations listed in the recalls were analyzed for caloric and nutrient composition in ADS Nutri program. Data from QFAs were double entered in Excel spreadsheets. Validity was assessed by comparing the average intake of nutrient data obtained from the Food Frequency Questionnaire with nutrient intake data obtained in the previous day food recall, the Pearson correlation coefficients being used to evaluate the association between estimated nutrient intake between instruments. The average intake of nutrients was higher when evaluated by the recall, while only the intake of energy and carbohydrates were higher in the FFQ. By doing the analysis adjusted for energy intake, the average consumption of nutrients remained the same. Statistical analysis revealed that the crude analysis, although we did see a positive correlations between the two methods, they showed low values. In the adjusted analysis of all the correlations lost significance and, furthermore, show low correlation coefficients, which did not allow validation of the questionnaire. The results of this study indicate that the FFQ developed was not valid to analyze the consumption of cariogenic foods in preschool, being necessary to perform retry validation by comparing the FFQ to another intake assessment method.

This study investigated the effects of an explicit individualized phonemic awareness intervention administered by a speech-language pathologist to 4 prekindergarten children with phonological speech sound disorders. Research has demonstrated that children with moderate-severe expressive phonological disorders are at-risk for poor literacy development because they often concurrently exhibit weaknesses in the development of phonological awareness skills (Rvachew, Ohberg, Grawburg, & Heyding, 2003). The research design chosen for this study was a single subject multiple probe design across subjects. After stable baseline measures, the participants received explicit instruction in each of the three phases separately and sequentially. Dependent measures included same-day tests for Phase I (Phoneme Identity), Phase II (Phoneme Blending), and Phase III (Phoneme Segmentation), and generalization and maintenance tests for all three phases. All 4 participants made substantial progress in all three phases. These skills were maintained during weekly and biweekly maintenance measures. Generalization measures indicated that the participants demonstrated some increases in their mean total number of correct responses in Phase II and Phase III baseline while the participants were in Phase I intervention, and more substantial increases in Phase III baseline while the participants were in Phase II intervention. Increased generalization from Phases II to III could likely be explained due to the response similarities in those two skills (Cooper, Heron, & Heward, 2007). Based upon the findings of this study, speech-language pathologists should evaluate phonological awareness in the children in their caseloads prior to kindergarten entry, and should allocate time during speech therapy to enhance phonological awareness and letter knowledge to support the development of both skills concurrently. Also, classroom teachers should collaborate with speech-language pathologists to identify at-risk students in their classrooms and successfully implement evidence-based phonemic awareness instruction. Future research should repeat this study including larger groups of children, children with combined speech and language delays, children of different ages, and ESOL students

Introducción: Desde el inicio de la pandemia por el nuevo coronavirus, a nivel mundial se han adoptado diversas medidas para disminuir la propagación de este. Entre ellas, el aislamiento social obligatorio, el cual ha generado cambios en el estilo de vida de las personas, especialmente en los niños preescolares, quienes han visto interrumpidas, y sustituidas sus actividades académicas a modalidades online, limitando sus actividades recreacionales por actividades más sedentarias. Sumado a esto, el Perú ya venía experimentando un aumento en el consumo de productos ultraprocesados, con incremento en la prevalencia de sobrepeso y obesidad en niños. Objetivo: Explorar cómo influye la evolución de la pandemia del COVID-19 en la elección de los productos ultraprocesados que realizan las madres para la alimentación del niño preescolar. Método: Estudio cualitativo con enfoque fenomenológico. Se realizó 26 entrevistas semiestructuradas utilizando una guía de preguntas. La muestra seleccionada fue por bola de nieve hasta alcanzar la saturación. Resultados: Las madres entrevistadas tuvieron entre 21 y 47 años de edad, la mayoría vivía en los distritos de Miraflores y Surco, contaban con estudios superiores completos y trabajo al momento de las entrevistas. Ellas expresaron que la experiencia de vivir la evolución de la pandemia ha generado cambios en la dinámica de sus familias como: alteraciones en los horarios, introducción del trabajo remoto, adaptación de sus hijos a la educación virtual y mayor sedentarismo. Se demostró que la mayoría tenía un adecuado conocimiento respecto a los productos ultraprocesados. Sin embargo, se evidenció una mayor elección de estos para los preescolares, siendo estos consumidos mayormente en las tardes. Conclusión: Los cambios generados por la evolución de la pandemia aumentaron la elección de productos ultraprocesados por parte de las madres de los niños preescolares. / Introduction: Since the beginning of the new coronavirus pandemic, measures have been taken worldwide to reduce its spreading. Among them, obligatory quarantine, which has generated changes in people’s lifestyles, especially that of preschool aged children, who have been forced to substitute their academic activities for online modalities and their recreational activities for more sedentary ones. In addition, Peru has been experiencing an increase in the consumption of ultra-processed products and in the prevalence of overweight and obesity in children. Objective: Explore how the evolution of the COVID-19 pandemic influences the choice of ultra-processed products that mothers make for feeding their preschool children. Methods: Qualitative study with a phenomenological approach. Twenty-six semi-structured interviews were conducted using a question guide. The sample was selected by snowball until reaching saturation. Results: The interviewed mothers were between 21 and 47 years old, the majority lived in the districts of Miraflores and Surco, had completed higher education and they had work at the time of the interviews. They expressed that the experience of living the evolution of the pandemic has generated changes in the dynamics of their families such as: alterations in schedules, introduction of remote work, adaptation of their children to virtual education and greater sedentary lifestyle. Most were shown to have adequate knowledge of ultra-processed products. However, a greater choice of these was evidenced for preschoolers, being these consumed mostly in the afternoons. Conclusion: The changes generated by the evolution of the pandemic increased the choice of ultra-processed products by the mothers of preschool children. / Tesis

Introducción: El propósito de este estudio fue comparar los niveles de bienestar psicológico con los niveles de cada estilo de crianza en las madres de niños preescolares de Lima. Método: Se utilizó la Escala de Bienestar Psicológico (BIEPS-A) adaptada por Domínguez (2014) y el Cuestionario de Dimensiones y Estilos de Crianza adaptada por Velásquez y Villouta (2013). La muestra estuvo conformada por 180 madres de niños preescolares de Lima, las edades oscilaron entre 21 y 53 años con un promedio de edad de 34 años. El tipo de investigación es cuantitativa con diseño transversal descriptivo-comparativo. Resultados: Se encontró que no existen diferencias significativas entre la comparación de los niveles del bienestar psicológico y los niveles de cada estilo de crianza, sin embargo, existe cierta prevalencia a utilizar un estilo autoritativo. Asimismo, se encontró que las madres de 21 a 25 años tienden a presentar un mayor bienestar psicológico a diferencia de los otros grupos. Conclusión: Existe cierta tendencia en las madres a utilizar en mayor medida el estilo autoritativo con un nivel bajo de bienestar psicológico. / Background: The purpose of this study was to compare the psychological well-being and parenting styles of mothers of preschool children in Lima. Method: The Psychological Well-being Scale (BIEPS-A) adapted by Domínguez (2014) and the Parenting Dimensions and Styles Questionnaire adapted by Velásquez and Villouta (2013) were used. The sample consisted of 180 mothers of preschool-age children from Lima, the ages ranged from 21 to 53 years with an average age of 34 years. The type of research is quantitative with a descriptive-comparative cross-sectional design. Results: It was found that there are no significant differences between the comparison of psychological well-being and parenting styles, however, there is a certain prevalence of using an authoritative style. Likewise, it was found that mothers between 21 and 25 years of age pretend to have greater psychological well-being than the other groups. Conclusión: There is a certain tendency for mothers to use the authoritarian style to a greater extent with a low level of psychological well-being. / Tesis

Pour les enfants ayant des troubles neurodéveloppementaux, l’intégration en service de garde est essentielle. Elle permet de compenser certaines difficultés et de promouvoir le développement. Pourtant au Québec, très peu de places disponibles sont occupées par ces enfants. Leur faible représentation dans ces milieux pourrait être due aux croyances des éducatrices les concernant, pouvant influencer également leur adaptation. L’objectif de cette étude est d’explorer les perceptions des éducatrices quant à̀ l’adaptation de 190 enfants issus d’une population clinique. Des informations sur le diagnostic de l’enfant, sont recueillies. Deux questionnaires remplis par les éducatrices sont utilisés. Le premier, un questionnaire de garderie, documente le type de milieu fréquenté par l’enfant et inclut la question « L’enfant profite-t-il de la garderie ? ». Elle a fait l’objet d’une analyse thématique et a servi à codifier du type de perception de l’éducatrice (positive, nuancée, négative), utilisé dans les analyses statistiques. Le second, est le Profil Socio-Affectif (PSA, LaFrenière, Dumas, Capuano et Dubeau, 1992), dont on utilisera l’échelle de la compétence sociale. L’analyse thématique a montré une variété de thèmes, le plus fréquent étant la socialisation. Les analyses statistiques ont, permis d’étudier la relation entre le type de perception et le diagnostic de l’enfant, sa compétence sociale et le type de milieu de garde. La codification du type de perception a montré une majorité de perceptions positives, suivi des nuancées, puis des négatives. Les résultats révèlent une association significative entre le type de perception et la compétence sociale de l’enfant, de même qu’avec son diagnostic, mais pas avec le type de milieu de garde fréquenté. Ainsi, les éducatrices perçoivent très majoritairement les enfants vus en clinique de pédopsychiatrie comme profitant de leur expérience de garderie, particulièrement pour l’amélioration de leur intégration sociale. / For children with mental health and neurodevelopmental disorders, integration into childcare services is essential. It promotes their development and can compensate some of their difficulties. Yet in Quebec, very few places available are occupied by these children. Their low representation in these environments could be due to the educators’ beliefs, which may also influence their adaptation. The goal of the present study is to explore the perspective of educators regarding the adjustment of 190 children from a clinical population. Information on the child's diagnosis is collected. Two questionnaires filled by the teachers are used. The first one is a daycare questionnaire documenting the type of daycare and including the question "Does the child take advantage of the daycare?". This question was used for a thematic analysis. It also served to codify the educator’s perception (positive, nuanced, negative). The second questionnaire is the Socio-Affective Profile (LaFrenière, Dumas, Capuano and Dubeau, 1992) from which is extracted the social competence scale. The thematic analysis revealed a variety of themes, the most common being the children’s socialization. Statistical analyzes were used to study the link between the educator’s perception and the child’s diagnosis, their social competence, and the type of daycare. After codification most perceptions were positive followed by the nuanced perception and then the negatives ones. Results also revealed a significant association between educator’s perception and the child’s diagnosis as well as their social competence, but not with the type of daycare. Thus, integration, especially social of children seen in child psychiatric clinic is mostly perceived positively by their educators.

Children exposed to secondhand smoke (SHS) are at risk of developing ear infections, asthma, wheezing, bronchitis, as well as retarded lung growth. Indoor smoking is the main source of children's exposure to SHS. Despite a downward trend in smoking, children from low income families, especially African American and Hispanic children, continue to be exposed to SHS at a higher rate than their wealthier counterparts. This multiple case study explored the perceptions of 15 parents of 3- to 5-year-old children currently enrolled in Head Start regarding children's exposure to SHS. This study relied on the social ecological model, the theory of reasoned action, and harm reduction for understanding the views of parents and protective behaviors aimed at eliminating children's exposure to SHS in their homes. Data were obtained from semistructured individual interviews and document reviews. Data were analyzed inductively through coding to develop themes and thick rich descriptions of each case and a composite of all cases. Although participants were aware that SHS poses serious threats to the health of children, overall, they lacked knowledge of SHS exposure. They also exhibited a lack of awareness of specific illnesses associated with children's exposure to SHS. Findings from this study might help improve parents' understanding of the health risks associated with exposing children to SHS and possibly help reduce the exposure of Head Start children to SHS through the use of contextualized interventions within the Head Start community.

This dissertation investigated the roles of early childhood fundamental motor skills (FMS) competence on physical, cognitive, and psychosocial health outcomes among underserved preschoolers in Head Start, and examined parental influence on their children's FMS competence. An explanatory sequential mixed methodology was used to examine the predictive strength of FMS competence on physical, cognitive, and psychosocial health outcomes among 216 underserved preschoolers from six Head Start centers (Mage = 4.32, SD = 0.63; girls 56.5%). This methodology allowed for a follow-up qualitative aspect to explore the influence of parents' perceptions and behaviors on their child's FMS competence and health outcomes in a subsample of eight parent–child dyads who demonstrate high or low FMS competence in the quantitative data. The results of this dissertation suggest that preschoolers' FMS competence, especially locomotor skills, were associated with and predicted various health outcomes in sedentary behavior (β = -0.21), light physical activity (β = 0.23), executive function (β = -0.21), and perceived motor competence (β = 0.34). No significant influences of FMS competence on moderate-to-vigorous, body fatness, HRQoL were found (p > 0.05). We also found that positive parental influences (role modeling, support, and facilitation) were observed more often among preschoolers in the high FMS competence group. In addition, preschoolers with single, divorced, or young parents (age range 18–24) tended to show low FMS competence. The analysis of children's drawing pictures also indicated differences in images related to the moments when they played games or sports with parents based on their FMS competence levels. Practical implications and future research direction are discussed.

No description available.